decades Key Words Unit 6 ● Week 3 TEACHER TALK Point to the Word 1 image. 1. One word in the selection is decades. Say it with me: decades. A decade is ten years. Someone who has lived for two decades is twenty years old. 2. En español, decades quiere decir “períodos de diez años, décadas.” Alguien que ha vivido dos décadas tiene veinte años. 3. Decades in English and décadas in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at a picture that demonstrates the word decades. (Point to the farmer.) This man lives and works on a farm. The farm has been owned by his family for decades. For many years, his family has lived and worked on this land.   PARTNER TALK 5. With your partner, make a list of places in our community that have been around for decades. Share your list with the class. 6. Now work with your partner to figure out how many decades old these people are: a twenty-year-old (two decades) a thirty-year-old (three decades) a forty-year-old (four decades) a sixty-year-old (six decades) 7. Now let’s say decades together three more times: decades, decades, decades. decades

active Key Words Unit 6 ● Week 3 TEACHER TALK Point to the Word 2 image. 1. Another word in the selection is active. Say it with me: active. Someone who is active is busy and takes part in things. A volunteer is active in his or her community. 2. En español, active quiere decir “atareado, que participa en actividades, activo.” Un voluntario es activo en su comunidad. Participa en actividades para ayudar a otros sin esperar recompensa. 3. Active in English and activo in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at a picture that demonstrates the word active. (Point to the women with the flag.) People who are active in their community often participate in marches and parades. These women are carrying a flag to show their pride in their heritage.   PARTNER TALK 5. Who are some people you know that are active in your community? Make a list of these people. Tell what each one does. 6. Tell a partner about some clubs, sports, or groups you are active in. 7. Now let’s say active together three more times: active, active, active. active

transform Key Words Unit 6 ● Week 3 TEACHER TALK Point to the Word 3 image. 1. One word in the selection is transform. Say it with me: transform. To transform means “to change form or appearance.” If it gets cold enough, water will transform into ice. 2. En español, to transform quiere decir “cambiar de forma o apariencia, transformar.” Si baja la temperatura lo suficiente, el agua se transformará en hielo. 3. To transform in English and transformar in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at a picture that demonstrates the word transform. (Point to the caterpillar.) A caterpillar transforms into a butterfly after spending time in a cocoon.   PARTNER TALK 5. Work with a partner to make a list of other animals or toys that transform. Think about animals that change their form or their color, and toys that change their shape. Share your list with the class. (Examples include: frogs, chameleons; toys that change from a vehicle to a robot) 6. Think about an experience or person that changed you or someone you know. Tell your partner how the experience or person transformed you or the person you know. 7. Now let’s say transform together three more times: transform, transform, transform. transform

volunteers Key Words Unit 6 ● Week 3 TEACHER TALK Point to the Word 4 image. 1. Another word in the selection is volunteers. Say it with me: volunteers. Volunteers are people who give their time and services without being paid for them. Many volunteers visit hospitals and read to the patients. 2. En español, volunteers quiere decir “personas que prestan su tiempo y sus servicios sin esperar recompensa, voluntarios.” Muchos voluntarios leen a los pacientes en los hospitales. 3. Volunteers in English and voluntarios in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at a picture that demonstrates the word volunteers. (Point to the boy and girl.) This boy and girl are volunteers at a soup kitchen. They are serving food to others without being paid for doing so.   PARTNER TALK 5. Think about some places in our community where you could be a volunteer. Make a list of these places with a partner. Share your list with the class. Tell us at which place you would most like to be a volunteer. 6. Who are some volunteers at our school? With your partner, choose one of these people. Work together to write a thank-you letter to the volunteer you chose. Thank the volunteer for what he or she does. 7. Now let’s say volunteers together three more times: volunteers, volunteers, volunteers. volunteers

violated Key Words Unit 6 ● Week 3 TEACHER TALK Point to the Word 5 image. 1. One word in the selection is violated. Say it with me: violated. Violated means “treated disrespectfully.” If you read a person’s diary, you violated his or her privacy. 2. En español, to violate quiere decir “tratar algo sin respeto, violar.” Cuando lees el diario de una persona estás violando su privacidad. 3. To violate in English and violar in Spanish are cognates. They sound almost the same and mean the same thing in both languages. 4. Now let’s look at a picture that demonstrates the word violated. (Point to the broken glass.) This store was violated. Someone broke the glass to try to take what the store owner had displayed in the window.   PARTNER TALK 5. In our classroom, we have rules to keep us safe. With a partner, choose one of our rules. Talk about what might happen if the rule were violated. Share your ideas with the class. 6. What are some ways people keep their homes from being violated? Work with a partner to make a list of things people do to keep their homes safe. (Examples include: locking doors; neighborhood watch programs; security systems) 7. Now let’s say violated together three more times: violated, violated, violated. violated

often Function Words & Phrases Unit 6 ● Week 3 TEACHER TALK 1. In English, we use often to describe things we do a lot. Say it with me: often. We often go outside to play. We spend some time outdoors almost every day. 2. En español, often quiere decir “frecuentemente o a menudo.” Frecuentemente salimos a jugar. Disfrutamos del aire libre casi todos los días. 3. It is a good idea to visit your library often. Reading a lot is a good way to learn about things that interest you. This boy often goes to the library to check out books. He loves to read and learn new things!   CHORAL RESPONSE 4. I am going to name some things. If we often do these things, clap and say the word often. If not, don’t do anything. We write stories. We wear costumes to school. We learn new things. We climb mountains. 5. What are some things you often like to do with your friends? Why do you like to do these things a lot? (Call on students to respond.) 6. Repeat the word three times with me: often, often, often. often

over the years Function Words & Phrases Unit 6 ● Week 3 TEACHER TALK 1. Over the years means “over a period of time.” Say it with me: over the years. Over the years you have gotten older and taller. 2. En español, over the years quiere decir “a través de los años.” A través de los años, has madurado y has crecido. 3. The seedlings in this picture are very young. Over the years, they will grow into tall trees.   CHORAL RESPONSE 4. Complete each of the following sentences with the phrase over the years. The paint became faded ____________. The girl learned more ____________. The city grew larger ____________. Their friendship grew stronger ____________. 5. What are some ways you have changed over the years? (Call on each student to give an example.) 6. Repeat the phrase three times with me: over the years, over the years, over the years. over the years

no matter Function Words & Phrases Unit 6 ● Week 3 TEACHER TALK 1. In English, no matter is used to describe something that is not important or does not make a difference. Say it with me: no matter. No matter what the weather is like, the show will go on. 2. En español, no matter quiere decir “no importa.” No importa cómo esté el clima. La función seguirá. 3. The people in the photo all have different umbrellas. No matter what your favorite color is, any umbrella is useful when it is raining.   PARTNER TALK 4. Work with a partner to complete these sentences. Share your completed sentences with the class. No matter how tired you are, you should always ____________ before going to bed. No matter what kind of pet you have, you should always ____________. No matter whether you like a gift or not, you should ____________. 5. No matter how old they are, people should do certain things to stay healthy. With your partner, write three things that people should do to stay healthy. Include the phrase, no matter how old you are in each rule. For example, no matter how old you are, you should eat fruits to stay healthy. 6. Repeat the phrase three times with me: no matter, no matter, no matter. no matter

set up Function Words & Phrases Unit 6 ● Week 3 TEACHER TALK 1. To set up means “to organize something or put it together.” Say it with me: set up. The children set up a lemonade stand in their neighborhood. 2. En español, to set up quiere decir “organizar, levantar.” Los niños levantaron un puesto para vender limonada en su vecindario. 3. These children have set up an exercise program. They are climbing the ropes as part of the program they have set up for themselves.   PARTNER TALK 4. Talk with a partner about a club you would like to set up. What kind of club would it be, and what would you need to do to set it up? 5. What are some groups or programs that are set up to keep neighborhoods safe? Make a list with your partner. Then share your list with the class. (Examples include: safety patrols, neighborhood watches, after school programs) 6. Repeat the phrase three times with me: set up, set up, set up. set up

workers Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. workers

jobs Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. jobs

leader Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. leader

community Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. community

group Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. group

organization Basic Words Unit 6 ● Week 3 ROUTINE 1. Display the card. 2. Define each word in English, referring to the photograph. Incorporate actions where appropriate. 3. Have children say the word three times. organization

Basic Words Unit 6 ● Week 3 ROUTINE Explain how these six words fit into a group, or category. During independent work time, have children write sentences for each word.